Speech games and pictures for children on the topic “How bread is grown”

How bread is grown: speech games and pictures for activities and games with children. How to conduct speech games correctly in order to achieve maximum results and develop children’s language abilities?

Speech games and pictures for children on the topic “How bread is grown”

In this article you will find:

1. Description of secrets conducting speech games with children, so that with a minimum of effort they produce maximum results.
2. Three speech games and their different variants in detailed step-by-step recommendations for their use in children's speech development.
3. Pictures for speech games on the topic “How bread is grown” and to familiarize children with their surroundings, which you can print or use in presentations for home activities with children or in kindergarten.

Speech games with preschoolers on the topic “How is bread grown?”

How to conduct speech games with children correctly?

Tip 1. All speech games should be united around one chosen topic (bread, clothing, dishes, furniture or any other). And devote several days or a week to this topic. This combination of games into thematic complexes is much more effective than separate implementation of speech exercises on different topics.

Let me give you an example.

Successful way: We introduce children to how bread is grown and immediately conduct speech games about bread, come up with fairy tales on this topic, play games - dramatizations about bread, draw bread and while drawing we discuss its shape, color, taste, smell.

Ineffective way: We talked about bread in the morning, after that we did a vocabulary exercise about clothes, after a nap we did a grammar exercise about vegetables, and in the evening we wrote a fairy tale about furniture. This is the path to “nowhere” - the costs are huge, the results are meager.

What explains the effectiveness of the thematic method of combining speech exercises? This is due to how language “lives” in us. The fact is that all words in a language are combined into certain groups according to topics (“semantic fields”). And it is from this “field” that we “get” the necessary words when there is a need for them in life. Therefore, our “field” must first be filled with words, cultivate the “harvest,” return to the field and “nourish” the seedlings, that is, consolidate the child’s yesterday’s results. And only when the “field” is sown, the harvest is already growing, our “field” will no longer require special attention. And you can move on to another “field”, i.e. another topic. If we “run across different fields at the same time,” then we will not get a good “harvest” in any “field,” that is, the child’s lasting success :).

Tip 2. No need to overload the baby. One speech game for 5 minutes is enough. You need to end the game when the child still wants to continue playing it.

Tip 3. Don't be afraid of mistakes! Most likely, the baby will make mistakes in speech games for the first time. But that’s what games are for, so that the baby moves forward! This means I made mistakes, tried, looked for new ways, learned, developed, and solved new problems. By solving old familiar problems without mistakes, we do not move forward, but stand still. Therefore, do not be afraid of children’s mistakes and encourage children’s word creativity. Remember that only those who do nothing make no mistakes!

Tip 4. Stimulate your child’s word creation (inventing words like “bread man”, “naked”, etc.) Word creativity is very useful and necessary for the development of children. In word creation (inventing new words), the child plays with language structures - and this is a real school for the development of intelligence and speech, the formation of a child’s linguistic sense, which is very necessary in life for mastering not only his native, but also foreign languages!

In all games, give as much room as possible for word creation: “What else can you call it? You almost got it right! Let's try again." Do not rush to give the correct answer yourself, because we want to develop the child’s language abilities, and not to learn new words with him.

Tip 5. If a child makes a mistake, correct him, but never imitate the child or even jokingly repeat his grammatical mistakes. A child needs to hear literate speech from adults - this is a nutritious developmental environment in which he moves forward and masters new levels of speech skills and develops language abilities.

Tip 6. Speech play is not a test of speech skills and not a diagnosis of a child’s development, but an entertaining developmental activity for an adult and a child. Play games with joy, with creativity, with enthusiasm - and the child will give you back a hundredfold everything invested in the game. Come up with your own options that are interesting to your child, get creative!

Let's play with words! And let’s try to implement all these tips in practice. I wish you success! If you have questions, I will always answer them in the comments after the article :).

In this article you will find the third part of our lessons about bread with children. Previous parts:

The set of pictures includes all the pictures needed for teaching a child on the topic “bread” based on the site materials (all three parts):

• subject pictures of different bakery products: cod, donut, braid, pretzel, white bread, black bread, muffin, bun, loaf, bun.
• story pictures “How bread is grown.”

All pictures can be used in presentations or printed on a printer.

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"Speech development from 0 to 7 years: what is important to know and what to do. Cheat sheet for parents"

Didactic games to familiarize preschoolers with the world around them on the theme “Bread is the head of everything!”

"From seed to bun"

Target: To form in children an understanding of the process of growing bread, to enrich their vocabulary and social experience.

Materials: Thematic cards.

Progress of the game: Bread has to go a long way to get to the table. Think and use cards to make a model of how bread will arrive on our table.

Grain-sprouts-spikelets-flour-dough-bun.

Option 1: “Say a word”

Target: Expand children's understanding of the professions of people involved in growing bread.

Materials: Cards depicting bread professions.

Progress of the game:

The teacher begins with the phrase “The field is inspecting.....an agronomist, the field is plowing....a tractor driver, sowing grain....a seeder, working on a combine...a combine operator, grinding flour.....a miller.... , kneads bread...doughmaker, bakes bread...baker....sells bread...salesman.”

Option 2: “Who needs what for work?”

Materials: Pictures with “grain” professions.

Target: Continue to build knowledge about the professions of people who grow bread, enrich social experience, develop attention, memory, and logical thinking.

Progress of the game: Children stand in a circle, the teacher hands out pictures to the children depicting “grain” professions, each child shows his picture and says what this person needs to work.

For example: Tractor driver - tractor

Seeder - grain

Combine harvester

Miller - mill and grain

Doughmaker - flour

Baker - dough

Confectioner - flour and sugar

Driver-car

Seller-bakery products.

Option 3: “Tell me who it is?”

Children are shown cards with professions, they must name the profession.

Option 4: “Guessing game!”

The cards are laid out in a row, the child is asked to look carefully, then the cards are turned over, and the child is asked to name the professions in order.

Option 5: “Who is missing?”

Cards with professions are laid out in a row, to start the game you can take 5 professions, then add more, the child is asked to look carefully and then close his eyes. Any one card is removed, the child must guess which profession is gone.

"Match the proverb"

Target: Continue to introduce children to folk art, teach them to understand the value of bread in human life, and enrich their vocabulary.

1 Bread in your mouth - mind in your head!

2 If you want to eat rolls, don’t sit on the stove!

3 Mother water is bread, father!

4 Bread and water are heroic food!

5 A lot of snow means more bread!

6 If you can’t live without gold, you can’t live without bread!

"Truth or lie"

Materials: Cards are yellow and red.

Progress of the game: The teacher hands out yellow and red cards to the children. Explains the rules: if the statement about bread is true, then the children must pick up a yellow card, and if this cannot be done, or it is not true, then it is red.

1 Bread grows in the garden. (in field).

2 Is the baker working on a food processor?

3 Don't you need the sun to grow bread?

4 Does the seller sell spikelets in the store?

5 Is there a miller working at the mill?

6 Is it possible to throw away bread?

7 Does bread give you strength?

8 Is it possible to eat bread with dirty hands?

9 Do you need to take care of bread?

Ainura Akmatova

Target: To introduce children to the process of growing bread, to give an idea of ​​how bread came to our table. To convey to them that bread is the result of the work of many people.

Game: “We won’t tell you what we did, but we’ll show you how we did it.”

One leader is selected from among the adults - the Tsar. The team of children, having previously agreed among themselves, approaches the Tsar. The following dialogue takes place between them:

Hello, King.

Hello children. Where have you been?

In a mill (field, bakery, bread store, etc.)

What did you do?

We won’t tell you what we did, but we’ll show you how we did it.

Children show planned actions. The king must guess them. If you guess right, the children run away, and the Tsar catches them. Those caught rest. Those remaining think of a new action and the game continues. If the Tsar named the planned new action incorrectly, the children remain in their places and give him the opportunity to guess what was planned 2-3 more times.

Ball game “Say which one” or “Pick up a sign”(What kind of bread? What kind of flour)

Progress of the game: Children stand in a circle, pass the ball to each other and select attribute words for the given words.

Didactic game “What is needed for the work of a grain grower”

Progress of the game: children select pictures depicting agricultural machinery and farmer's tools.

Didactic game “True or False”

Materials: Cards are yellow and red.

Progress of the game: The teacher hands out yellow and red cards to the children. Explains the rules: if the statement about bread is true, then the children must pick up a yellow card, and if this cannot be done, or it is not true, then it is red.

1 Bread grows in the garden. (in field).

2 Is the baker working on a food processor?

3 Don't you need the sun to grow bread?

4 Does the seller sell spikelets in the store?

5 Is there a miller working at the mill?

6 Is it possible to throw away bread?

7 Does bread give you strength?

8 Is it possible to eat bread with dirty hands?

9 Do you need to take care of bread?

Didactic ball game “Name it correctly”

Target: Expand and activate your vocabulary. Practice forming related words.

Material: ball.

Progress of the game: The teacher, throwing the ball, asks a question. Children, returning the ball, name related words.

For example:

What is the affectionate name for bread? - Bread.

What are bread crumbs called? - Bread crumbs.

What is the name of the bread utensil? - Breadbox.

What do you call a person who grows bread? - Grain grower.

What do you call a person who bakes bread? - Baker.

What is the name of the device for cutting bread? - Bread slicer.

What is the name of the factory where bread is baked? - Bakery.

Words: Bread, bread, loaf, loaves, bread, bread bin, bakery, bread grower, bread slicer, bread products, bakery, parasite...

Dynamic pause “Sowing”

We will sow rye, rye (children show how grains are scattered)

And the peas will sprout well, (raise hands gradually)

It will bend with the wind

White wheat. (swing raised arms from side to side)

And buckwheat dresses up in color, (extend arms and rotate hands)

And the oats will sprout (shaking hands raised up).

Outdoor game “Friendly grains”

Target: cultivate the desire to participate in games with elements of competition, develop the ability to act in a team, and develop imagination.

Game task: the fastest to gather into one spikelet.

Material: 1 hoop for every 5 people.

The spikelet children form a small (inner) circle, and their grain children form a large (outer) circle. Participants in each circle hold hands. When the music starts, the children walk in opposite directions - clockwise and counterclockwise. As soon as the melody stops, everyone unclasps their hands. The spikelet children take places in the hoops, and the grain children must try to find their spikelet, run up to it and hug it before the others.

Relay race “Who will take the grain to the elevator faster”

Target: foster friendly relationships between children, develop gross motor skills.

Game task: Wind the rope around the stick faster than your opponent.

Material: 2 cars on a rope with wheat grains.

2 children take part in the game. Children sit on a chair holding a stick with a rope from the car in their hand. They wind the rope around a stick, trying to overtake the opponent without dropping a single grain.

Outdoor game “Show the spikelet”

Target: develop attention, the ability to quickly respond to the leader’s signal

Game task: be the first to give the spikelet to the leader.

Material: wheat ears

The players are divided into two groups and line up opposite each other, holding their hands behind their backs. One player stands in the center between the ranks. Each team chooses a leader who is given a spikelet. The leader behind his team quietly places a spikelet in the hand of one of the children. After this, the player in the center gives the command: “Show the spikelet!” Children with spikelets must run out and give their spikelet to the leader. The one who gives away the ear of corn the fastest wins.

Team game “Collect a loaf”(puzzles)

Target: develop the ability to enjoy the results of collective work, develop the ability to act in a team.

Game task: quickly and correctly assemble cut pictures depicting a loaf.

Material: cut pictures depicting a loaf

On 2 tables in envelopes there are cut-out pictures with the image of a loaf. It is necessary to collect the image faster and more accurately than your opponents.

Physical education lesson “Loaf”

Let's plant a seed in the ground

It is very small. ( forward bends)

But when the sun shines ( arms to the sides, sit down)

My grain will sprout. ( gradual rise)

The wind blew the cloud

And he gave it to us. ( tilts right - left, arms up)

The mower will cut down the grain ( turns right - left, simulating mowing)

And he will crush it. ( fist to fist and circular rotations)

And the housewife is made of flour

She will bake us pies. ( imitation - baking pies)

And a big loaf. ( join rounded hands)

Give it to everyone for joy! ( spread your arms to the sides)

Finger gymnastics: “Kneading the dough”

We kneaded the dough, we kneaded the dough,

They asked us to knead everything thoroughly,

But no matter how much we knead and no matter how much we knead,

We get the lumps again and again.

Finger gymnastics “Bread”.

At first he grew up in freedom in the field, ( shake hands slightly,

In the summer it bloomed and spiked, ( raised up).

And then threshed ( banging their fists on each other)

He suddenly turned into grain. ( perform the exercise “Fingers say hello”)

From grain to flour and dough, ( clench and unclench fists)

I took a place in the store. ( extend their arms forward, palms up)

He grew up under the blue sky, ( raise their hands up)

And he came to our table with bread. ( extend their arms forward with palms up).

Story-role-playing game “Bread Store”

Activating the dictionary: seller, buyer, pay at the cash register, showcase, bakery products, cashier, names of bakery products.

Preliminary work:

1. Excursion to a bread store with parents.

2. Ethical conversation about behavior in public places.

3. Conversation with children “How I went to the grocery store with my mother”

4. The teacher’s story about the sales profession.

5. Children compose stories on the topic “What can we do?”: “How to buy bread in a bakery?”, “How to cross the road to get to the store?”

6. Examination of paintings or photo illustrations about the work of the store.

7. Reading literary works: B. Voronko “The Tale of Unusual Purchases”

8. Didactic games: “Who can name the most bakery products”, “Who can name the most actions”.

9. Drawing “Bread Store”

10. Modeling “What a piece of bread he is”

11. Manual labor - making game attributes with children (baked goods, money, wallets, plastic cards, price tags)

Roles: store director, salespeople, cashier, customers, driver, loader, cleaner.

Subject-game environment for the game: A salesman's robe and cap, a cash register for the cashier, price tags, tokens with numbers instead of money, checks, handbags for customers, baskets, models of bakery products (small, racks for bread (from boxes).

Game actions: The driver brings baked goods by car, the loaders unload, the sellers arrange the baked goods on the shelves. The director keeps order in the store, makes sure that bakery products are delivered to the store on time, calls the base, and orders baked goods. Buyers are coming. Sellers offer baked goods, show. The buyer pays for the purchase at the cash register and receives a receipt. The cashier receives the money, punches the check, gives the buyer change and a check. The cleaning lady is cleaning the room. There is a salesperson in the store who sells baked goods. The seller speaks politely to customers. Shoppers place their purchases in a bag or basket. Buyers pay money to the cashier - he gives them checks. The seller receives the receipts and releases the goods.

Artistic word

Riddles about bread:

Was a grain of gold

became a green arrow.

The summer sun was shining,

and the arrow was gilded.

What kind of arrow? ( ear).

A hundred brothers gathered in one hut to spend the night ( grains in the ear).

Crumbs into the ground, cakes from the ground ( wheat).

Crushed and rolled, hardened in the oven,

And then at the table they cut it with a knife ( bread).

A bowl of soup between your elbows,

and it’s in everyone’s hands in chunks,

Without it, as you can see,

not tasty and not filling ( bread).

We baked rye bricks in a hot oven,

Loaded onto your car - buy it in the store ( bread).

At one large factory, it doesn’t look like brick,

Bricks are baked in a fire-breathing oven.

I bought a brick at lunchtime, because I need it by lunchtime ( bread).

I will go into the warm earth, and rise up to the sun like a spikelet.

Then there will be a whole family of people like me ( grain).

I threw one away and took a whole handful ( corn).

If he borrows grain, he will return the loaf ( grain field).

He stands in the sun and moves his mustache.

If you crush it in your palm, it’s filled with golden grain ( ear).

A man lies in a golden caftan,

girded, not with a belt,

If you don’t lift it, it won’t get up ( sheaf).

An unusual hairdresser cuts a wheaten forelock smoothly,

And behind him lie scattered shocks of golden hair ( harvester).

A house grew up in a field, the house was full of grain.

The walls are gilded, the shutters are boarded up.

The house is shaking on a golden pillar ( ear).

The teeth move, the ridges wave,

the reapers are running across the field,

Like a boy under a typewriter,

the field is being cut bare (harvest).

Poems by Russian poets

N. Nekrasov “Niva”

Dear, love, nurse-niva,

Seeing how beautiful you are,

How you are filled with amber grain,

You stand proudly, tall and thick.

V. Zhukovsky “As if smiling at the sun”

As if smiling at the sun,

Young on the straw

Dozing, slowly rocking,

Golden rye spikelet.

All with horns, like a snail,

Full of inner life

He bent over from excess

Full grain.

A. Maykov “Summer Rain”

“Gold, gold is falling from the sky!” -

Children scream and run after the rain.

Come on, children, we will collect it,

Just collect the golden grain

Barns full of fragrant bread!

Yu. Zhadovskaya “Niva”

Niva, my Niva,

Golden Niva!

You are ripening in the sun,

Pouring the ear.

For you from the wind -

Like in a blue sea -

The waves go like this

They walk in the open air.

Above you with a song

The lark is flying,

There's a cloud above you

It will pass menacingly.

You mature and sing,

Pouring the ear,

About human concerns

Without knowing anything.

Take me away, wind,

There's a thundercloud

God save us

Labor field!

N. Rubtsov “Bread”

Putting cheese and cookies in the knapsack,

I added almonds for luxury.

Didn't take the bread:

After all, this is torment

Dragging with him so far!

Still, the grandmother slipped the piece of paper!

Knowing everything in the world in advance,

This is what she said:

Listen to the old woman!

Bread, my dear, carries itself.

S. Melnikov

golden wheat

The millstones will be ground into flour.

Knead the flour into dough

It belongs in molds in the oven.

Browned, stronger

Delicious bread in a hot oven.

Folk songs and nursery rhymes

Seki, seki, rain,

On our rye,

For granny's wheat,

For millet, lentils,

For grandfathers barley -

Water all day!

Rain, rain, water!

There will be a loaf of bread!

There will be rolls

There will be drying

There will be gingerbread

Cheesecakes!

Shine, shine, sunshine,

To the green pole,

For white wheat

For clear water,

To our little garden,

On a scarlet flower.

Whose cart?

Where are you going?

What are you bringing?

What will you take?

What will you buy?

Not a block of quitters, not a stump,

And he lies there all day,

He doesn't plow, he doesn't yell,

Doesn't pick up a shovel

Doesn't reap or mow,

And he asks for lunch.

Ulyana woke up neither late nor early:

People are to mow, and she is to wet her head,

People - row, and she - braid,

People are to reap, and she is to lie on the boundary.

People are to thresh, and she is to stir up dust.

And they’ll go to lunch - and she’ll be right there!

Go, spring, go red,

Bring me a spike of rye,

oat sheaf,

Great harvest for our region!

Rhymes

Rain, rain, water,

There will be bread. ( loaf).

Bad lunch

Kolya bread. ( No).

Rose from the earth -

To our table. ( came).

Bread has a top,

And we call her. ( humpback).

The tit was stealing

In the barn. ( wheat).

There will be no bitterness in winter,

Since everything has been removed. ( polely).

There is a house on a straw,

The grains are hidden. ( in him).

The wind moves in the field

Like a wave on. ( sea).

© Yulia Vladimirovna Degtyareva

"Finish the sentence"

Target: Practice using complex sentences.

example:· Mom put the bread... where? (into the bread bin), Ears of corn grow...where? (to the field), The combine went to the field to...(harvest the grain), The grain was taken to the mill to...(grind flour), The cook kneaded the dough to...(bake bread), etc.

Method: verbal

“What kind of bread is it?”

Target: Selection of definitions for nouns.

Children stand in a circle and pass a ball around and name definitions, for example, bread is ruddy, fresh, fragrant, appetizing, soft, stale, white, hot, vitamin-rich, airy, aromatic.

Method: verbal

“Choose a related word to the word “Bread.”

Target: Practice using and selecting related words.

Method: verbal

Ball game. Khlebushko asks a question and throws the ball to the child, the child answers and returns the ball to the adult.

Call the bread affectionately (Khlebushek)

What kind of bread crumbs? (Bread)

What is kvass made from bread called? (Bread)

Device for cutting bread (Bread slicer)

Bread storage container? (Breadbox)

Who grows the bread? (Grain grower)

Who bakes the bread? (Bread Baker)

Name the factory where bread is baked? (Bakery)

What are dough products called? (Bakery)

"Wishes"

Target: encourage making moral and ethical conclusions.

For children: develop a caring attitude towards bread. Value it as wealth.

Tasks: practice using generalizing words, making simple inferences and conclusions, encouraging children to be friendly.

Methods: verbal

“And now we will smile, hold hands tightly

And goodbye to each other, we will give each other a wish...”

(children remind each other and guests of the commandments to take care of bread)

- Don't take more bread than you can eat.

- Don’t crumble it at the table, don’t litter it with bread.

- Never throw away bread!

- Bread must be protected; you cannot play with bread.

- Be careful, eat it all to the end, don’t throw away the bread.

- Bread should not be thrown on the floor.

“How did the bread come to the table?”

Target: help children become familiar with cause-and-effect relationships and develop cognitive interest in the process of growing bread.

For children: Expand knowledge about the professions of people involved in growing and producing bread.

Task: enriching vocabulary, knowledge about the environment, intensifying attention to the hard work of the grain grower.

Method: verbal, visual

Children are given cards and they must correctly lay out the chain diagram of the correct arrival of bread on the table.

Chain layout:

There is snow retention in the fields.

The fields are plowed and fertilized.

They harrow the fields.

Sow grain.

They pollinate fields and destroy pests.

The harvest is underway.

The grain is transported to bins, bunkers, granaries or to a flour mill.

Grain is processed into flour at a flour mill.

They take the flour to the bakery, where they bake bread.

They take bread to a bakery or store.

"Harvest of the miracle tree"

Target:

For children: intensify attention to bakery and confectionery products.

Tasks: form specific ideas about the types of flour products.

Method:

The teacher draws the children’s attention to the “Miracle Tree”.

What grows on it? He invites Slastena to collect sweets from him.

(in basket 1 - bakery products, in basket 2 - confectionery products. Conclusion - flour is used in all products)

“What kind of bread?”

Target: Encourage children to answer the teacher’s questions, enrich their vocabulary, and practice selecting definitions for nouns.

Method: verbal

Selection of definitions for nouns. (Children stand in a circle and pass a ball around and name definitions, for example, bread is ruddy, fresh, fragrant, appetizing, soft, stale, white, hot, vitamin-rich, airy, aromatic)

“Name which one, which one, which one?”
Target: to train children in general concepts, to activate children’s attention and speech.

Method: verbal

Rye bread - rye.

Wheat bread – wheat bread.

Millet porridge – millet.

Oat porridge - oatmeal.

Barley porridge - barley.

Corn porridge – corn porridge.

Buckwheat porridge – buckwheat.

Field with rye - rye.

Field with wheat - wheat.

A field with oats is oat.

A field with barley is barley.

A field of corn is corn.

A field with buckwheat - buckwheat.

A field with millet is millet.

“Say the word"
Target: Encourage children to complete sentences, intensify children's attention and speech.

Method: verbal (Say a word, changing the meaning of the word bread).

I know the proverb about...

Mom bought wheat...

Children eat soup with...

Vanya went to the store for...

I don't like to eat soup without...

I don't have a home...

"Lay out the pancakes"

Target:

Method: visual, verbal, practical.

“Bai-kachi”

Target: To develop the perception of shape, size, to train children in the ability to visually determine sizes in ascending (descending) order, to develop the eye, visual perception

Method: visual, verbal, practical.

Bai rock, rock, rock! Look, bagels, rolls.
Look at the bagels, piping hot from the oven.
All blushes are hot.
One by one, we place rolls, bagels, and cookies from opaque bags on the table (plate) without peeking.
Let's look at what we put on the plate...
Hostess: Which baked goods are you familiar with and which are not?
Which products are rectangular in shape? Square? Round?
To make it easier for you to think, these geometric shapes will help you (in a white cardboard container there are varieties of geometric shapes of different sizes, children choose a geometric shape and name what it reminds them of, for example, “a large oval - it reminds me of a tea loaf ").

"Place it in order"

Target: To develop attention, memory and visual perception, to train children in the ability to sequentially lay out pictures or a diagram.

Method: visual, verbal, practical.

On our field, children find a beautiful envelope, and in it there are pictures and cards with diagrams of spikelets. We need to lay out pictures that depict the actions of people who grew bread.
If it suddenly turns out that what you want to talk about, but this picture is not there, then instead of it you can put a card with a diagram of a spikelet.

It is necessary to tell the story in order, so that it is clear how the “grain” turned into bread.

In spring, cars come out into the fields. The person driving this car has a lot of work: he needs to plow the field, loosen the soil - quickly prepare it for sowing seeds. (Plowing the land: tractors, cultivators).

After some time, other cars enter the field. The grains fall straight into the ground. The fields on collective farms are huge. Only by using machines can you sow them quickly. (Seeds are planted: seeders - seeders work on it).

On the field, grains sprout and shoots appear.

Autumn has come, the ears of corn are turning completely golden. The bread is ripe.

The time has come to quickly harvest the crop, otherwise the ears of corn may fall off and the grains of bread will fall to the ground. And again machines - combines - came into the field.

Cars transport grain to the elevator.

From the elevator, cars transport grain to the flour mill.

Then the flour is transported to bakeries and bakeries using special vehicles.

Bakers bake bread.

Bread is transported from the bakery to stores in special vehicles.
People buy it in stores

"What's first, what's next"

Target: To consolidate the sequence of actions in the process of growing bread, to develop the ability to understand cause and effect relationships.

Method: verbal

“Who can name more bakery products?”

Target: Develop cognitive interest and memory. Enrich your vocabulary.

Method: verbal

“Where did the bread come from?”

Target: promote children's familiarity with cause-and-effect relationships and develop cognitive interest.

Method: visual, verbal

The teacher throws the ball to the child and asks a question, the child catches the ball, answers the question and returns the ball to the teacher.

Where did the bread come from? (from the shop);

How did you get to the store? (from the bakery);

What do they do in the bakery? (baking bread);

What is bread made from? (from flour);

What is flour made from? (from grain);

Where does the grain come from? (from a spike of wheat);

Where does the wheat come from? (grew up in a field);

Who sowed it? (grain growers);

What is the name of the special machine that sows grain? (seeder);

What is the name of the building where grain is stored? (elevator);

What is the name of round bread? (loaf).

Didactic games

On the topic “Bread is the head of everything”

1. “What is made from flour?”

Tasks: develop cognitive interest, thinking, visual attention.

Progress of the game: Children mark with chips only those food products that contain flour.

2. “What flour was baked from?”

Tasks: consolidate children's knowledge about cereals, types of flour, bakery products that are made from them; develop visual functions; promote the accumulation of visual images.

Progress of the game: Children use lines to connect images of ears of wheat and rye with baked goods made from rye and wheat flour.

3. Ball game “Say which one” or “Pick up a sign”(What kind of bread? What kind of flour?)

Tasks: enrich children's vocabulary and develop speech.

Progress of the game: Children stand in a circle, pass the ball to each other and select attribute words for the given words.

4. “Name your profession”

Tasks: Expand children's understanding of the professions of people involved in growing and producing bread, and expand their vocabulary.

Progress of the game: the teacher begins the sentence, the children finish (for example: ... a combine operator works at a combine; ... a flour miller works at a mill, etc.)

5. “What comes first, what comes next”

Tasks: consolidate the sequence of actions in the process of growing bread, develop the ability to understand cause-and-effect relationships, and coherent speech.

Progress of the game: children look at pictures depicting different stages of growing bread, arrange them in the correct sequence, and make up a story based on them.

6. “Lay out the pancakes”

Tasks: develop the perception of shape, size, exercise children in the ability to visually determine sizes in ascending (descending) order, develop the eye, visual perception.

Progress of the game: Children number the pancakes shown on the card in order (from 1 to 10) from smallest to largest and vice versa.

7. “Cut pictures”

Tasks: learn to compose a whole from parts, develop the perception of color, shape, size, spatial arrangement of objects and their parts, logical thinking, self-control, and the ability to concentrate attention.

Progress of the game: children put together pictures from parts.

8. “What is needed for the work of a grain grower”

Tasks: consolidate children's knowledge of agricultural machinery, farmer's tools, develop visual perception, attention, and memory.

Progress of the game: children select pictures depicting agricultural machinery and farmer's tools.

9. “Who can name more bakery products?”

Tasks: develop cognitive interest, memory, enrich vocabulary.

Progress of the game: children standing in a circle name various baked goods; The one who names the most such products will win.